Claims

Classroom-based physical activity improves on-task behaviour and reduces off-task behaviour in primary school children (pooled SMD = 0.60)

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i2 medium
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i2 Across four studies pooled in meta-analysis, classroom-based physical activity had a positive effect on improving on-task behaviour and reducing off-task behaviour (SMD = 0.60, 95% CI 0.20–1.00). → Watson Amanda 2017

Evidence

Watson Amanda 2017

Watson Amanda, Timperio Anna, Brown Helen, Best Keren, Hesketh Kylie D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-017-0569-9

q3 · i2 · quant-synthesis · r1

Random-effects meta-analysis in Review Manager of 4 studies with separate comparison groups (RCT or quasi-experimental), pooled as standardised mean difference. The review reports "a positive effect on improving on-task behaviour and reducing off-task behaviour" with SMD = 0.60 (95% CI: 0.20,1.00).

"Results from the 4 included studies show classroom-based physical activity had a positive effect on improving on-task behaviour and reducing off-task behaviour (standardised mean difference = 0.60 (95% CI: 0.20,1.00))"

Discussion

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